{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,8]],"date-time":"2026-10-08T08:34:41Z","timestamp":1791448481315,"version":"4.3.3"},"reference-count":20,"publisher":"Wiley","issue":"4","license":[{"start":{"date-parts":[[2011,3,24]],"date-time":"2011-03-24T00:00:00Z","timestamp":1300924800000},"content-version":"vor","delay-in-days":5653,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Intl J Lang &amp;amp; Comm Disor"],"published-print":{"date-parts":[[1995,10]]},"abstract":"<jats:title>ABSTRACTS<\/jats:title><jats:p>Fingerspelling is used to support sign languages, providing a means by which words without signs may be communicated. As with signing itself, it has often been reported that learners find greater difficulty reading fingerspelling than they do in encoding it. An experiment tested the skills of adult hearing learners of the two\u2010handed fingerspelling system used in British Sign Language. Participants were asked to read video recordings of their own fingerspellings; thus each undertook the reading task at their own spelling speed. Participants were divided into fast and slow spellers. Each group made more errors in the reading than the spelling task and this continued to be the case when read items received a contextual cue to assist recognition. Words with regular and irregular spellings were used as a means to investigate the cognitive processes underlying fingerspelling. Regular words were spelled faster and read more accurately, suggesting that these processes place some reliance on phonological encoding. The implications of these results for the learning and practice of fingerspelling are discussed.<\/jats:p><jats:p>La dactylologie s'utilise comme compl\u00e9ment dans les langages des sourds\u2010muets, en ce qu'elle offre la possibilit\u00e9 de communiquer les mots qui n'ont pas de signes propres. De m\u00eame que pour l'utilisation des signes, l'on a souvent rapport\u00e9 que les d\u00e9butants ont plus de difficult\u00e9s \u00e0 lire la dactylologie qu'\u00e0 l'utiliser activement. Une exp\u00e9rience a test\u00e9 les capacit\u00e9s de d\u00e9butants adultes entendants \u00e0 manier le syst\u00e8me dactylologique \u00e0 deux mains utilis\u00e9 dans le British Sign Language (le langage britannique des sourds\u2010muets). L'on a demand\u00e9 aux participants de lire des enregistrements vid\u00e9o de lews propres r\u00e9alisations dactylologiques, de sorte que chacun a pu utiliser sa propre vitesse d'\u00e9pellation pour la t\u00e2che de lecture. Les participants ont \u00e9t\u00e9 divis\u00e9s en deux groupes selon la vitesse d'\u00e9pellation. Chaque groupe a fait plus d'erreurs \u00e0 la lecture qu'\u00e0 l'\u00e9pellation, et on a observ\u00e9 la m\u00eame tendance lorsque les \u00e9l\u00e9ments \u00e0 lire ont re\u00e7u un rep\u00e9rage contextuel pour aider \u00e0 les reconno\u00eetre. Des mots aux orthographes tant r\u00e9guli\u00e8re qu'irr\u00e9guli\u00e8re ont \u00e9t\u00e9 utilis\u00e9s afin d'examiner les prec\u00e9d\u00e9s cognitifs \u00e0 la base de la dactylologie. Les mots r\u00e9guliers \u00e9taient \u00e9pel\u00e9s plus vite et lus plus correctement, ce qui sugg\u00e8re que ces proc\u00e9d\u00e9s s'appuient dans une certaine mesure sur des codages phonologiques. La discussion porte sur les implications de ces r\u00e9sultats en mati\u00e8re d'apprentissage et de pratique de la dactylologie.<\/jats:p><jats:p>Das Fingerbuchstabieren wird zur Unterst\u00fctzung von Zeichensprachen verwendet, indem es ein Mittel zur \u00dcbertragung von W\u00f6rtern ohne Zeichen bietet. Wie beim Zeichnen selbst ist oft berichtet worden, da\u00df Lernende mit dem Lesen von fingerbuchstabierten W\u00f6rtern gr\u00f6\u00dfere Schwierigkeiten als mit dem Enkodieren haben. Ein Experiment testete die Lesef\u00e4higkeiten von erwachsenen h\u00f6renden Lernern des zweih\u00e4ndigen in der britischen Zeichensprache (British Sign Language) verwendeten Fingerbuchstabiersystems. Teilnehmer wurden gebeten, Videoaufnahmen ihres eigenen Fingerbuchstabierens zu lesen; d.h., alle unternahmen die Leseaufgabe zur eigenen Buchstabiergeschwindigkeit. Die Teilnehmer wurden in schnelle und langsame Buchstabierer eingeteilt. Beide Gruppen machten mehr Fehler bei der Lese\u2010 als bei der Buchstabieraufgabe, auch wenn die gelesenen W\u00f6rter kontextuelle Hinweise als Lesehilfe erhielten. W\u00f6rter mit regelm\u00e4\u00dfiger und unregelm\u00e4\u00dfiger Schreibweise wurden verwendet, um die kognitiven Prozesse hinter dem Fingerbuchstabieren zu untersuchen. W\u00f6rter mit regelm\u00e4\u00dfiger Schreibweise wurden schneller buchstabiert und genauer gelesen, was als Hinweis zu deuten ist, da\u00df die Prozesse zum Teil auf der phonologischen Struktur basieren. Die Implikationen der Ergebnisse f\u00fcr das Lernen und das \u00dcben des Fingerbuchstabierens werden er\u00f6rtert.<\/jats:p>","DOI":"10.3109\/13682829509087241","type":"journal-article","created":{"date-parts":[[2007,11,23]],"date-time":"2007-11-23T10:07:38Z","timestamp":1195812458000},"page":"401-416","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":5,"title":["The difficulties of learning fingerspelling: an experimental investigation with hearing adult learners"],"prefix":"10.1111","volume":"30","author":[{"given":"L. E.","family":"Shipgood","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"T. R.","family":"Pring","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2011,3,24]]},"reference":[{"key":"e_1_2_1_2_1","volume-title":"SLR 83","author":"Akamatsu C.","year":"1985"},{"key":"e_1_2_1_3_1","doi-asserted-by":"publisher","DOI":"10.1017\/CBO9781139524483.003"},{"key":"e_1_2_1_4_1","volume-title":"Human Cognitive Neuropsychology","author":"Ellis AW","year":"1988"},{"key":"e_1_2_1_5_1","volume-title":"Language Learning and Deafness","author":"Erting CJ","year":"1988"},{"key":"e_1_2_1_6_1","first-page":"464","article-title":"Perceptual features of the manual alphabet","volume":"123","author":"Hawes MD","year":"1978","journal-title":"American Annals of the Deaf"},{"key":"e_1_2_1_7_1","first-page":"27","article-title":"Six years of observation of Visible English at Louisiana State School for the Deaf","volume":"6","author":"Hsu C.","year":"1979","journal-title":"Teaching English to the Deaf"},{"key":"e_1_2_1_8_1","volume-title":"The Psychology of Reading and Spelling Disabilities","author":"Jorm AF","year":"1983"},{"key":"e_1_2_1_9_1","volume-title":"Computational Analysis of Present Day American English","author":"Kucera H.","year":"1967"},{"key":"e_1_2_1_10_1","doi-asserted-by":"publisher","DOI":"10.1353\/sls.1982.0010"},{"key":"e_1_2_1_11_1","unstructured":"LynasW. HuntingtonA. TuckerI.(1988).A critical examination of different approaches to communication in the education of deaf children. The Ewing Foundation. 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